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  • DLL - English 4 - Q1 - W3

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    Warren Macraisin
    15 vues5 pages
    This daily lesson log outlines the English lessons for one week of the 4th grade at Planas Elementary School. The lessons focus on comprehension of informational texts, reading aloud with accuracy and automaticity, distinguishing between literary and informational texts, using plural forms of irregular nouns correctly, and using library skills to research topics. Key activities include listening to and discussing stories, poems, and presentations; practicing pronunciation of long vowel sounds; identifying text structures; forming plural nouns; using maps and other resources to locate information; and group presentations and discussions. Formative assessments are built into guided practice sessions throughout the week.

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    DLL

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    DLL_ENGLISH 4_Q1_W3

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    This daily lesson log outlines the English lessons for one week of the 4th grade at Planas Elementary School. The lessons focus on comprehension of informational texts, reading aloud with accuracy and automaticity, distinguishing between literary and informational texts, using plural forms of irregular nouns correctly, and using library skills to research topics. Key activities include listening to and discussing stories, poems, and presentations; practicing pronunciation of long vowel sounds; identifying text structures; forming plural nouns; using maps and other resources to locate information; and group presentations and discussions. Formative assessments are built into guided practice sessions throughout the week.

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    © All Rights Reserved
    Téléchargez comme DOCX, PDF, TXT ou lisez en ligne sur Scribd
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    15 vues5 pages

    DLL - English 4 - Q1 - W3

    Transféré par

    Warren Macraisin
    This daily lesson log outlines the English lessons for one week of the 4th grade at Planas Elementary School. The lessons focus on comprehension of informational texts, reading aloud with accuracy and automaticity, distinguishing between literary and informational texts, using plural forms of irregular nouns correctly, and using library skills to research topics. Key activities include listening to and discussing stories, poems, and presentations; practicing pronunciation of long vowel sounds; identifying text structures; forming plural nouns; using maps and other resources to locate information; and group presentations and discussions. Formative assessments are built into guided practice sessions throughout the week.

    Droits d'auteur :

    © All Rights Reserved
    Téléchargez comme DOCX, PDF, TXT ou lisez en ligne sur Scribd
    Signaler comme contenu inapproprié
    sur 5

    School: PLANAS ELEMENTARY SCHOOL Grade Level: IV

    GRADES 1 to 12 Teacher: DALMACIA SYDNEY B. CAMPASAS Learning Area: ENGLISH


    DAILY LESSON LOG Teaching Dates and
    Time: JUNE 18-22, 2018 (WEEK 3) Quarter: 1ST QUARTER

    MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

    I. OBJECTIVES
    A. Content Standards - demonstrates understanding - demonstrates understanding - demonstrate understanding of - demonstrate understanding of -demonstrate understanding of
    of the elements of that English is stress-timed text elements to comprehend English grammar and usage in library skills to research on a
    informational text for language to achieve accuracy various texts speaking or writing variety of topics
    comprehension and automaticity
    - demonstrates understanding
    of text types to conduct
    feedback
    B. Performance Objective - recalls details in a selection - reads aloud texts with accuracy - use knowledge of text types to -uses the classes of words aptly in - Uses library skills to gather
    listened to and automaticity correctly distinguish literary from various oral and written appropriate and relevant
    informational texts. discourse information
    C. Learning Competencies 1.Note details in a section Read words, phrases, poems or State similarities and differences in 1.Use plural form of irregular Locate information using print
    ( Write the LC code for listened to stories with long vowel I sound information/literary text read nouns and non-print resources (using
    each) (EN4LC-Ic-3) ( EN4F-Ic-3) (EN4RC-Ic-3) ( EN4G-Ic-2) map)
    2. Realize that hard work pays 1.Compare and contrast 2.Appreciate different cultures of (EN4SS-Ic-3)
    off information from literary texts children from different parts of
    read or listened to the world
    2.Appreciate different cultures of 3. Realize that children all over
    children from different parts of the world are alike in many ways.
    the world
    3. Realize that children all over the
    world are alike in many ways.
    II. CONTENT A Trip for Mike and Spikes A Trip for Mike and Spikes We are one world Plural form of Irregular nouns Information Through Print
    ( Subject Matter) By; Robert Charles By; Robert Charles by: Meish Goldfish Sources
    Long vowel i: final silent e Help! By Gretrel Laura M. Cadiong
    III. LEARNINGRESOURCES
    A. References
    1. Teachers Guide pages 35-36 37 38-39 40-42 42-43
    2. Learners Material Pages 23 23-25 27-28 28-30
    3. Textbook pages
    4. Additional Materials from Story: A Trip for Mike and Story: A Trip for Mike and Spike Poem: We Are One World by Poem: Help by Gretel Laura M. Books, Maps
    LRDMS Spike By Robert Charls By Robert Charls Meish Goldish Cadlong
    B. Other Learning Resources Powerpoint Presentations Power point Presentations Powerpoint Presentations, World Powerpoint Presentations Powerpoint Presentations
    Map
    IV. PROCEDURES
    A. Reviewing past lesson or Review about the story Recall the story about A Trip for Unlocking of difficulties Have the class read the poem We Recite the poem: We Are One
    Presenting the new Androcles Mike and Spike Show the class a world map. Have are One world World
    lesson Unlocking of difficulties you heard about these places? Presentation of the group output
    Trip, dine, limes Group Presentation Would you like visit these places? and deeper discussion of the
    ( Drill/Review/ Unlocking of
    Show the World Map Show a picture of children from poem
    Difficulties) Do you like to go on other different countries.
    places?... Where do these children come
    from? What do you think they love
    doing?
    B. Establishing a purpose of Motive question: What do children all over the Guidelines in forming the plural Post a big map on the board
    the new lesson Mike and spike would like to world do? Let’s find out from the of regular nouns.
    (Motivation) go to places. Find out what poem.
    they did so that they can visit
    many places.
    C. Presenting Examples/ Listening to a story: Refer to LM, Find Out and Learn. Refer to LM, Read and Learn Read the poem Help. Refer to Show the world map
    instances of the new “A Trip for Mile and spike” Read the poem with proper LM, Find Out and Learn
    lesson intonation and expression
    D. Discussing new concepts Answering the motive What common sound do you Intellectual discussion about the Discussion about the the poem Teaching/Modeling on locating
    and practicing new skills questions hear?” poem read read information
    no.1. What words have the long i?
    How is the sound pronounce?
    E. Discussing new concepts Answering comprehension Reading the words with long i Cooperative Group Activity Teaching/Modeling Exercices 1
    and practicing new skills questions: Wh---? correctly Which words in the poem are
    no.2 plural nouns?
    F. Developing Mastery Guided Practice Group Presentation Guided practice: Exercices 2
    (Leads to Formative Assessment Refer to LM, Try and Learn. Refer to LM,Try and Learn
    3.) Exercise 1
    G. Finding practical application Group activity: TG p.36 Exercises 2 Composition: Write a letter to Spelling Bee
    of concepts and skills in daily your friend . Refer to LM, Write
    living about It.
    H. Making Generalization What is the sound of i when How do you form plural form of
    and abstraction about the letter e is added at the end of a irregular nouns?
    lesson word? Original File Submitted and
    What is the sound of the long i? Formatted by DepEd Club
    Member - visit depedclub.com
    for more
    I. Evaluating learning Independent Practice Independent Practice Independent Practice
    Refer to LM, Do and Learn. Refer to LM, Do and Learn Treasure Hunt
    J. Additional activities for Refer to LM, Learn Some More. Assignment:
    application and Refer to TG p. 42
    remediation
    I. REMARKS
    II. REFLECTION
    A. No. of learners who ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80%
    ___ of Learners who earned 80%
    earned 80% in the above above above above
    above
    evaluation
    B. No. of learners who ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
    require additional additional activities for additional activities for additional activities for additional activities for additional activities for
    activities for remediation remediation remediation remediation remediation remediation
    who scored below 80%
    C. Did the remedial lessons ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
    work? No. of learners ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up
    who have caught up with the lesson the lesson the lesson the lesson the lesson
    the lesson
    D. No. of learners who ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
    continue to require require remediation require remediation require remediation require remediation require remediation
    remediation
    E. Which of my teaching Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
    strategies worked well? ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
    Why did these work? ___ Games ___ Games ___ Games ___ Games ___ Games
    ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation
    ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
    activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
    ___ Discussion ___ Discussion ___ Discussion ___ Discussion ___ Discussion
    ___ Case Method ___ Case Method ___ Case Method ___ Case Method ___ Case Method
    ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
    ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
    Poems/Stories Poems/Stories Poems/Stories Poems/Stories Poems/Stories
    ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
    ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
    ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
    ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
    Why? Why? Why? Why? Why?
    ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
    ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
    ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
    ___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s
    Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks
    F. What difficulties did I __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
    encounter which my __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
    principal or supervisor __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
    __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
    can help me solve?
    Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
    __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
    Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
    __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works

    G. What innovation or Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
    localized materials did I __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
    use/discover which I wish __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from
    views of the locality views of the locality views of the locality views of the locality views of the locality
    to share with other
    __ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be
    teachers? used as Instructional Materials used as Instructional Materials used as Instructional Materials used as Instructional Materials used as Instructional Materials
    __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition

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